SCHOOL INCLUSION AND LEARNING PROCESSES
a real challenge
Abstract
This article aims to reflect on the inclusion of children with special educational needs in mainstream schools, with the purpose of analyzing the difficulties they face with the diversification of their audience. Reflections such as: what inclusion really is and what leads people to have such different understandings and meanings about this proposal, justify the reflections pointed out here, with the aim of contributing to a less segregationist and less prejudiced practice. Discussing school inclusion presupposes rethinking the meaning that is being attributed to education, in addition to updating the concepts and reframing the process of building the entire individual, understanding the complexity and breadth that this theme involves. A paradigm shift in education systems is needed. The idea of an inclusive society is based on a philosophy that recognizes and values diversity, as an inherent characteristic of the constitution of any society. Based on this principle, this article aims, through bibliographic research, to provoke an analysis and reflection on inclusion, taking into account conceptual paradigms.
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O(s) autor(es) do presente trabalho assegura(m) que:
1. participaram do trabalho de maneira a responsabilizar-se publicamente por ele.
2. revisaram a forma final do trabalho e o aprovaram, liberando-o para publicação na Revista Pedagogia em Ação, após a preparação e revisão dos responsáveis pela coordenação editorial.
3. Nem este trabalho, nem outro substancialmente semelhante em conteúdo já foi publicado ou está sendo considerado para publicação em outro periódico, sob minha (nossa) autoria e conhecimento.
4. Este trabalho está sendo submetido à aprovação do Conselho Editorial da Pedagogia em ação com o conhecimento e a aprovação da instituição e/ou organização de filiação do(s) autor(es).
